Fake news and online biases | UCF-2.1.2

Teaching Students to Check Reliability

In today’s information-rich world, it is essential for teachers to guide students in developing critical skills for assessing the reliability of claims they encounter, especially online. The following description of a classroom activity introduces teachers to a practical strategy – triangulation (cross-checking claims against multiple sources) – to help students become attentive, evidence-seeking learners. Importantly, it connects to two key focus areas: (1) evaluating sources and detecting misinformation, where students learn to look critically at who is providing information, why, and how credible it is; and (2) identifying fake news and online biases, helping students recognize when content may be misleading, exaggerated, or framed to manipulate emotions or opinions. Through engaging classroom activities, such as the Triangulation Challenge, teachers can empower students to question, investigate, and make informed decisions — essential skills for lifelong learning and participation in a complex world. Through this classroom activity, teachers promote responsible digital citizenship by empowering students to navigate the online world ethically, avoid misinformation and become informed participants in their communities.

Triangulation Challenge

Purpose: Teach students not to trust a single source but look for confirmation across sources.

How to run it:

• Give students a short article or claim.
• Challenge them to find at least two other sources that either:
  • Confirm it
  • Disagree with it
  • Provide more context or nuance
• They summarize: Did the additional sources agree or disagree? Did they change your opinion?

Extension for older students: Discuss why even reputable sources sometimes differ (e.g., interpreting scientific uncertainty).

Teacher’s Guide: Triangulation Challenge Activity

Activity Title: Triangulation Challenge – Cross-Checking Claims

Time: 45-60 minutes

Target Age Group: 12–18 years old (can be adapted for younger with more guidance)

🎓 Learning Objectives:

• Understand why relying on a single source is risky.
• Practice finding and comparing multiple sources.
• Develop critical thinking and online search skills.

💼 Materials Needed:

• Printed or digital copies of short articles or claims (teacher-prepared)
• Internet-enabled devices (computers, tablets, or smartphones)
• “Triangulation Worksheet” (see printable below)
• Whiteboard or flipchart for discussion

👩‍🎓 Preparation (Teacher):

1. Select 2–3 sample claims relevant to your students’ interests. Example topics:
   • “Sharks can smell a drop of blood from miles away.”
   • “Sugar causes hyperactivity in children.”
   • “Using your phone at night damages your eyesight.”
2. Prepare links or suggest starting points for students to search.
3. Print enough “Triangulation Worksheets” for each student or pair.

🛠️ Step-by-Step Instructions:

1. Introduction (10 min):
   • Explain: “Triangulation” means checking multiple sources to see if they agree.
   • Give examples: news reports, scientific studies, government health guidelines.
2. Distribute Claims (5 min):
   • Divide students into pairs or small groups.
   • Give each group one claim to investigate.
3. Investigation (20-25 min):
   • Students search online to find at least two other sources that address the claim.
   • They fill in the Triangulation Worksheet (provided below), noting:
     • What each source says (agree/disagree/more detail)
     • How reliable they think each source is (why?)
4. Group Discussion (10-15 min):
   • Each group shares what they found.
   • As a class, discuss:
     • Did sources agree?
     • Were some sources more trustworthy?
     • How did your opinion change after checking?
5. Wrap-up (5 min):
   • Highlight the importance of not trusting the first thing you read.
   • Emphasize the habit of looking across multiple sources in everyday life.

Didactic notes for implementation:

When working with the topic of fake news, it is helpful to explicitly address what makes a source credible. You can support students by making source evaluation a visible and routine part of classroom work. Practical criteria to focus on include who created the information, for what purpose it was published, whether sources are named and verifiable, how evidence is used, and how clearly facts are separated from opinions.

To support your own preparation and to offer students opportunities for guided self-learning, you can draw on existing, well-designed online resources that provide concrete checklists and examples for identifying trustworthy information. These resources can be used both as teacher self-help tools and as ready-to-use classroom materials, enabling students to practice evaluating real online information in a structured way.

For example:

1. Lie Detectors (Teacher Resources) — a dedicated site with interactive activities, checklists, games, and classroom lesson ideas specifically designed to help teachers guide students through identifying disinformation and critically evaluating sources. These resources are practical and classroom-ready.
   https://www.lie-detectors.org/english-teacher-resources
2. Fake News Digital Detectives (European School Education Platform) — a teaching toolkit aimed at helping teachers explore fake news concepts, analyze information critically, and distinguish credible from misleading content through engaging lessons and activities.
   https://school-education.ec.europa.eu/en/etwinning/projects/fake-news-digital-detectives/twinspace/pages/teaching-toolkit
3. TeachersFirst — Media Literacy & Source Checking — offers reviews and links (e.g., RumorGuard) that teachers can use with students to practice evaluating online information using key criteria such as source, evidence, context, reasoning, and authenticity.
   https://www.teachersfirst.com/spectopics/medialiteracy.cfm

By embedding credibility checks into regular learning activities, you help students develop media literacy as a practical critical thinking skill, rather than treating fake news as a one-off topic.

Printable: Triangulation Worksheet

Source 1: ___________________________

• What does it say? ___________________________
• Do I trust it? Why/why not? ___________________

Source 2: ___________________________

• What does it say? ___________________________
• Do I trust it? Why/why not? ___________________

Source 3 (optional): ___________________________

• What does it say? ___________________________
• Do I trust it? Why/why not? ___________________

Final summary:

• Do the sources agree or disagree? ______________________
• What do I now believe about the claim? ______________________
• What surprised me? ______________________

Tips for Teachers:

• Encourage students to use simple search tips (like adding “fact check” or “myth” in an online search request).
• Provide a list of trusted websites if needed (BBC Newsround, National Geographic, Science News Explores).
• Remind them that disagreements across sources are normal — they can discuss why.
• Celebrate students who change their opinion based on evidence — that shows critical thinking!
• Online resource for further articles on the topic: https://science.feedback.org/

Classroom Poster: Triangulation Challenge – Smart Fact-Checking!

Whenever you see a claim online or in the news, follow these steps to check if it’s really true:

1. Start with One Source

• What does it say?
• Who wrote it?
• Is it recent?

2. Find Two More Sources

• Look for other websites, articles, or videos.
• Do they agree, disagree, or give more detail?

3. Check Trustworthiness

• Is it from a trusted group (school, museum, science site)?
• Does it give evidence or just opinions?

4. Compare and Decide

• Do the sources mostly agree?
• Did you find something surprising?
• What do you now believe about the claim?

Remember: Critical thinking is just a useful habit

• Pause
• Check
• Ask if unsure!

Together, we can stop the spread of myths and be smart online!

Stay curious. Stay sharp. Stay kind.